pression when they wished to tax any one with gross ignorance, he is versed neither in literature nor in swimming.'

Exercise of the organ of voice he thinks useful, especially after eating. This was also the opinion of many of the earliest physicians. If any one is oppressed at stomach,' says Celsus,' he ought to speak' (declaim.) And again, 'It is of service as a remedy for slow digestion to read aloud.' The immediate effect of this exercise is, 1st, to increase the action in the respiratory organs: 2d. to increase the motions of the diaphragm, which imparting slight shocks to the abdominal viscera accelerates their functions: 3d. to produce a greater secretion of saliva, a fluid so necessary in the process of digestion.

In the third chapter, he treats of the effect of passive exercises on the functions of the economy. Of this class are riding in a carriage, sailing, swinging, &c. He also shows to what cases this kind of exercise is particularly applicable. Thus digestion, which is often interrupted by active exercise, is rendered more prompt and easy. The powers of the system are concentrated on the stomach, and the peristaltic motion of this organ is increased by the gentle shocks it receives.

The fourth chapter treats of exercises of the mixed kind; the principal of which is riding on horseback. This exercise was highly recommended by the early physicians. Oribazius says, it is better than any other for giving strength to the body and stomach, but injurious to the lungs. As a prophylactic it has been universally allowed to be of great importance; and, in a therapeutic point of view, has been recommended in all chronic complaints, excepting those of a pulmonary nature. This exercise is peculiarly suited to literary men, as the position it requires expands the chest, and counteracts the effects of the stooping posture acquired in the study.

In the chapters which follow, M. Londe gives an account of modern gymnasia, and of the games or exercises practised in them. He points out the effect of each exercise on the physical system, and the effect of some of them on the intellectual faculties. In the application of exercise, he also shows what consideratien must be had to the constitution, strength, habit, temperament, age, and sex of the individual. Thus children, he says, should not be taught to stand or walk, but should be placed on a carpet and allowed to move freely, according to their fancy. They will not be able to walk, or stand alone, so soon, by these means; but they will eventually, like the young savage, acquire greater agility, and a more general developement of the muscles. The bad shape of the legs of many individuals may be ascribed to their having been injudiciously, forced to stand alone, before the bones were suffi

ciently strong to support the weight of the body. With regard to sex, many of the exercises of the male would be equally applicable to the female. In civilised life the natural difference in the appearance of the two sexes, is greatly increased by the difference in their physical education. The females of our cities, 'those frail, and delicate idols,' brought up in the bosom of luxury, are in an unnatural state. Compare them with the ancient Amazons of Tanais, or even the country women of France, and it will at once be seen how the same habits of exercise will produce a similarity of appearance. It being clear then that corporeal exercise is equally necessary to both sexes, "Can I indicate, says the author, that kind of exercise which is best suited to women? Shall I say that the passive, are the most appropriate to the female sex, because its weaker locomotive system is less adapted to the active? I cannot give such an opinion. Nor do I wish, with the extravagant laws of Lycurgus, to exact from the weaker sex those violent exercises, which giving, at once, a great developement to the muscles, destroy all that delicate contour formed by the expansion of the cellular tissue.* I am of opinion, that moderate motions are best suited to women; but think these motions should be selected, as for men, from amongst the active, passive, and mixed exercises; with reference, always, to constitution, temperament, &c."

The eighth and last chapter treats of the most important part of the subject, the reciprocal influence of physical and mental exercises. The effect of violent muscular action, on the brain and its operations, is pointed out; as well as the effect of the exercise of this organ upon the rest of the economy, and on its own faculties.

With respect to the improvement of the mental faculties, however, we must observe; that M. Londe like many eminent physiologists supposes the mind to be a function of the brain; and that consequently, in proportion as this organ is developed by proper nourishment and exercise, in the same proportion will its functions, or the intellectual faculties be perfected.

The chapter and volume are concluded with some useful remarks on the kind of exercises best adapted to men of letters.

As a whole, we consider the work of M. Londe of great value; we have seldom seen one where the end,-that of being useful— was so fully attained. Were we to pass any censure on it, we should say, he sometimes indulges too much in theory, and fanciful description. In a practical work we want the result of experiment, rather than the deductions of reason. A statement of facts as to what has

By the laws of Sparta the women were obliged to use the same exercises as the men.

been attained by physical education, would serve as the best proof of the efficacy of the system. The beneficial effect of exercise, however, is within the daily observation of every one: to reguluate it, and give it a proper direction is the object of physical education. Reasoning from the simple proposition, that an organ is developed in proportion as it is exercised, M. Londe proposes by a regular series of exercises, to unite the muscular activity of the savage, to the cultivated intellect of the civilised state: in other words, to impart to man, the greatest physical and mental energy of which his nature is susceptible.

We hope soon to see this work in an English dress. It should be in the hands of every one; particularly in this country, where so many are laboring under the effects of an impaired digestion. The subject is important to all, and within the comprehension of every capacity; and though some would abandon it to the physician, as proper for his care only, we shall always feel bound to neglect no opportunity of attracting to it the attention of parents and instructers, and of exhibiting it as among the most urgent departments of their duties, and the most important branches of education.

Books on familiar medicine, in the hands of ignorant, and injudicious parents, have sent too many to an early grave; and we should deem him a benefactor to society, who should be the means of substituting such works as that of Londe, for books which teach parents how to cure their sick children, rather than how to preserve their health.

Adam's Latin Grammar, with some Improvements, and the following Additions: Rules for the right Pronunciation of the Latin Language; a Metrical Key to the Odes of Horace; a List of Latin Authors, arranged according to the different Ages of Roman Literature; Tables showing the Value of the various Coins, Weights, and Measures, used among the Romans. By Benjamin A. Gould, Master of the Public Latin School of Boston. Boston, 1825: 12mo. pp. 284.

DR. ADAM's compilation of Latin Grammar is used, or expressly authorised, in seminaries of every order, in most parts of the United States: it has obtained, in fact, a wider currency, and a higher authority here, than in the country in which it originated. The latter circumstance, however, is owing not to any want of respect on the part of Dr. Adam's countrymen for his valuable labors, but to the difference in the prevailing method of instruction.

In Scotland, the oral statements and explanations of the teacher are-in every thing except mere inflection-commonly regarded as the principal means of communicating knowledge in this, as well as in other branches of education. Books, therefore, must hold but a secondary place. The instructer treats the manual which he employs as but a rallying point for his own statements, and for the ideas of his pupils. He entertains no impression that he has discharged his duty, when he has prescribed and heard the words which constitute a lesson in the book, or even when these have been recited and repeated in every possible form. The most important part of his office he considers to be his own exposition of the lesson, given in a manner as full, as minute, and as interesting as possible. In this exercise, every useful and entertaining illustration is introduced, which it is thought may serve to make the study of grammar practical and pleasing. All this is done in a sort of commentary, or paraphrase, on the book, but is made to embrace a copious discussion of the etymology or the syntax of the English, as well as the Latin Language, viewed in connection with the subject of general grammar, and every fact in history, geography, chronology, biography, mythology, or antiquities, which is connected with the substance of the lesson, its examples or illustrations. The year usually devoted in the Scottish preparatory schools to the study of Latin grammar, becomes, in fact, an initiatory course of Roman literature. This result, however, is not that at which the teacher aims. His endeavor is to relieve the tedium of application, and to win the attention, and secure the diligence, of his pupils by captivating their imagination. At the same time, nothing is neglected in the immediate subject of every lesson; no word is left unintelligible; every thing is viewed in its connections and dependences; and every effort is made by the instructer, which may facilitate or secure a correct and lasting impression of the ideas and the language of the book. Many young minds are thus redeemed from heedlessness and inactivity, which otherwise would have been lost to learning and usefulness.*

This method of teaching, though vastly superior in many respects, is not without defects; and one of these is that it renders the instructer indifferent, comparatively, to what school-book he adopts.

*This method of instruction is not to be found in equal perfection in every school in Scotland. It is that, however, at which most intelligent instructers aim. It was beautifully exemplified by Mr. Alison, who taught for upwards of forty years, in the grammar school of Glasgow, and who numbered among his distinguished pupils, the author of the Pleasures of Hope; and by Dr. Chrystal, now rector of the same institution:-by none perhaps more admirably, than by that eminent grammarian and philologist, Dr. Young, late professor of Greek, in the university of the above city.

He lays his chief dependence on his own perfect knowledge of the subject, and the fascinating interest with which he can invest it, in presenting it to the minds of his scholars. He is apt, therefore, to allow his classes to use a book which is perhaps inferior to what might be easily obtained. We find, accordingly, in that country where one might naturally expect to learn that Adam's Grammar was exclusively used, the scanty and somewhat defective Rudiments of Mr. Ruddiman fully as much in use.

In this country, a better course is adopted with regard to schoolbooks. Adam's Grammar has the exclusive sanction of the most reputable of our universities, and is consequently adopted in most good schools of preparatory instruction.

Impartial minds can entertain but little diversity of opinion respecting the general superiority of Adam's Latin Grammar, as a book adapted to school use. In certain particulars other books may excel. The masterly syntax of the Eton Grammar, brief as it is, and the excellent introductory books of exercises which are made to succeed it, give boys who are educated at that school a practical facility and accuracy which cannot perhaps be attained by the use of Adam. The German Latin Grammars are more laboriously accurate in some of the details both of etymology and syntax; and some of the Grammars recently published in England, are furnished with more copious exercises for the young learner. But when we look on such books as works which should convey the greatest quantity of sound instruction generally, rather than the profoundest research, or the nicest discrimination on particular topics, we can hardly hesitate in giving a preference to Adam's Grammar.

But to leave these general considerations, and attend particularly to the work before us:-Mr. Gould has, in this edition of the Grammar, rendered to classical instruction one of the most valuable services it has hitherto received in this country. To present, in any branch of education, the most accurate edition of a standard work, is no mean contribution to the cause of learning; and if the book which is revised requires a close and minute attention to the endless, irksome, minutiae of orthography and accentuation,-in which to succeed perfectly is but a negative merit; but to fail, even in an iota, would be a grievous fault and a lasting hindrance,-the editor of this improved Grammar is peculiarly entitled to the gratitude both of teachers and pupils.

One of the prominent improvements introduced by Mr. Gould, is his omission of English grammar; which, as is remarked in his preface, although it may have possessed much value elsewhere, is of little use in a country where a distinct attention to that subject forms a part of education. The observations of Dr.